Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Ollila, Lloyd O.; Collis, Betty; Yore, Larry D.

doi:10.1080/00220671.1986.10885721

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Kuder-Richardson reliability coefficients ranged from .78 to .95 far the six subscales. In a pilot study, it was established that the CRT serves as an effective predictor of the reading and writing achievement variables used in the WTR evaluation for Grade 1 children[9]. 2.…”

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Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Collis

Ollila

Ollila³

1990

Journal of Educational Computing Research

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Writing to Read (WTR) is an approach to initial language arts instruction which involves a multisensory learning environment including computers. The first Canadian installation of WTR began in two British Columbia school districts in 1985. This article focuses primarily on one of those districts and describes an evaluation of the WTR experience from the time of its planning (1984) until the conclusion of its second year of full operation (1987). The evaluation shows the WTR experience to have a positive impact on some aspects of writing achievement. However, the evaluation also suggests the value of closer scrutiny of the WTR system from more than the criteria of achievement scores.There is no doubt that initial language instruction is a key component of basic education. Vigorous research activity takes place in the language education community over issues involving how to increase the effectiveness of this instruction. Some issues are theoretical: Should instruction be based on a "whole language" or on a "discrete skills" perspective [l]? What is the relationship between the acquisition of reading and writing skills [2]? Other issues relate more to strategies of instruction: How are individual differences among children accommodated in * An earlier version of this article was presented at the annual meeting of the International Association for Computing in Education, San Francisco, April 1989. 41 1 8 1990, Baywood Publishing Co., Inc.

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Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Collis

Ollila

Ollila³

1990

Journal of Educational Computing Research

Self Cite

View full text Add to dashboard Cite

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“…Unless research can take these measures beyond such traditional predictions, we probably should abandon them and retain traditional reading readiness tests whose creators have been tuning their psychometric properties for decades. Recently, for example, in a parallel study of writing, Ollila, Colis, and Yore (1986) found that a rather traditional sounding readiness test was a better predictor of writing ability than was a cognitive battery. However, if we are to move beyond some 50 years of predictive research, we must study the validity of underlying constructs such as those of metalinguistic awareness.…”

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Book Reviews

1987

Journal of Reading Behavior

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A “Simple” Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM)

Ahmed

Wagner

2020

Literacy Studies

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Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Cited by 3 publications

References 10 publications

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Book Reviews

A “Simple” Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM)

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